Social Services (in English)Bachelor of Social Services and Health Care, 210 ECTS

Bachelor of Social Services

Academic year 2018 - 2019

Advanced Research and Development (SXG16S1) SX00BU38-3038 01.08.2018-21.10.2018 5 credits(SXG16S1)+-

Learning outcomes of the course

Students will know how to evaluate and select suitable and justifiable approaches and methods to develop their field of study and work community. They will identify the premises and concepts of the principal methods and service design used in their fields of study. Students will know how to search for appropriate R&D data and demonstrate basic competence in processing, analysing, disputing and reporting data and results.

Student is able to:
- Display learning in professional knowledge and core content in the field
- Search information from a variety of sources
- Work in various duties in a variety of operating environments
- Show that he has achieved the targets for core competence
- Display learning in the key safety practices in the field
- Act according to ethical principles
- To contribute his learning for the benefit of a group or project

Good

Student is able to:
- Use concepts and knowledge in his field systematically
- Find information and assess and use information sources with a critical eye
- Apply professional information in professional assignments
- Apply professional expertise in various work assignments
- Act independently and responsibly in professional contexts
- Plan operations with safety in mind
- Act according to professional ethics
- Act purposefully in working groups and projects

Excellent

Student is able to:
- Use concepts and knowledge in his field professionally
- Argue the use of his sources
- Argue a course of action on the basis of research information or findings
- Operate in a range of duties and work situations, also in international contexts
- To act in a way that is customeroriented and displays entrepreneurial spirit
- To act responsibly, taking safety issues into consideration
- Argue his choices on the basis of professional ethics
- Organise and manage the operation of a group and project

Further information

Students and their teachers/tutors will go through other recommended courses in their individual study plan (ISP) discussions.

Students will know how to apply legislation and services concerning early childhood education. They will be aware of the options available in the multi-professional early education network. Students will be able to apply a participatory and child-oriented approach to their actions.

Course contents

Basics of planning early childhood education (VASU) and its overall design. Service systems and documents concerning early childhood education. Bachelor of Social Services level of competence in early childhood education. Connecting children’s activities to their immediate environment and a sustainable lifestyle. Concepts of children. Encountering children. Planning daily activities, learning by doing. Diverse learning environments. Cultural diversity. Children’s inclusion and educational partnership.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Mode of delivery

Face-to-face

Recommended or required reading

Miller L. Cable C. Goodliff, G. (2010). Supprting Children´s Learning in the Early Years. Routledge.
Singer, E. & De Haan, D. (2007).The social lives of young children. Play, conflict and moral learning in day-care groups. Amsterdam:SWP.
Early childhood education curriculum. Finnish National Agency of Education.
English additional material will be announced before study unit begins.

Planned learning activities and teaching methods

Interactive lectures, small group activities, study visit, reading for the exam

Assessment methods and criteria

exam 70%, assignment 30%.
Evaluation is based on the study units objectives and contents. Active participation is required minimum of 50%.

Language of instruction

Tuition in Finnish

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 15.12.2018

5 credits

Group(s)

SXH17K2

SXH17K1

SXH16S1

SXG16S1

SXH16S2

Seats

0 - 35

Teacher(s)

Satu Hakanen, Saila Nevanen

Further information for students

The tuition is both in English and in Finnish.
22.01.2019 12.45 - 16.00 MPA3007 Orientation lecture
23.01.2019 12.45 - 16.00 MPA2029
24.01.2019 08.30 - 11.45 MPA2029
01.02.2019 12.45 - 16.00 MPA3007
22.02.2019 08.30 - 11.45 MPA4018 Exam
In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Basics of Research and Development SX00BU37-3050 01.01.2019-17.03.2019 5 credits(SXG17S1)+-

Learning outcomes of the course

Students will be able to identify and evaluate important development needs of working life and the clients who use their services. They will have a command of the premises and concepts of R&D and service design, and be able to apply them in the service and product development processes of their fields of study. Students will know how to search for, critically evaluate and justify the appropriate research data and professional codes of conduct for their areas of study. They will be able to think critically, know the basics of concept and theory formulation, and understand the significance of the theory of knowledge to development work. Students will base their activity on good ethical standards in R&D.

Course contents

•Approaches, nature and process of R&D and service design
•Searching for information (databases)
•Critical thinking and reasoning
•Principles of concept and theory formulation
•Theory of knowledge
•Evaluation of professional practices and existing R&D activities in one’s own field
•R&D planning
•R&D ethics

Assessment criteria

Satisfactory

Student is able to:
- Display learning in core content
- Use individual professional concepts correctly
- Find information for a specific situation
- Distinguish between non-theoretical and theoretical information
- Act in individual professional situations as instructed
- Display learning in his professional field
- Show that he has achieved the targets for core competence
- Follow safety instructions
- Display learning in the ethical principles of his professional field
- Operate as a member of a student group

Good

Student is able to:
- Display an understanding of concepts and professional knowledge in the field
- Assess and limit the amount of information needed
- Operate well in typical professional duties and contexts
- Operate in a multicultural environment
- Operate safely
- Act according to professional ethics
- Operate in a student group

Excellent

Student is able to:
- Use concepts and knowledge in his field systematically
- Assess and use various information sources
- Apply professional information in professional assignments
- Work in various duties in a variety of operating environments
- Act independently and responsibly in professional contexts
- To take safety issues into consideration in his action
- Argue his choices on the basis of professional ethics
- Organise the activities of a group of students

Further information

Students and their teachers/tutors will go through other recommended courses in their individual study plan (ISP) discussions.

Students will understand the significance of legislation as a means for guiding the work of social services. They will be aware of the hierarchy of norms and key legislation in the social and health care sectors. Students will become familiar with social welfare as a whole. They will also be aware of the legal remedies for clients in social services and health care.
Students will understand the significance and task of social services for preventing and alleviating disadvantage. They will work to promote justice, human rights and equality. Students will also be able to identify the client’s re-sources and draw up a service plan together with the client. They will know how to apply legislation, other norms and general instructions in case management services.
Students will know the special features and requirements of online counselling. They will know how to do online counselling, utilise the possibilities of social media in it, and use information technology in social services.

Course contents

Key legislation related to the work of Bachelors of Social Services. Legislative hierarchy: constitution, general laws, special laws, regulations, instructions. Social and health care legislation, service systems and other social welfare . Clients’ legal protection: complaints, reminders and appeals. Client responsibility, resources and networks.Assessment of next to kin network. Orientations and models of case management. Processes of case management. Service plan.
Online counselling and encountering skills. Special features and requirements of online counselling. Ethical guide-lines and data security. Opportunities and challenges of the future.
IT in social services.
The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria see the attachment.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Mode of delivery

Face-to-face

Recommended or required reading

To Be Announced

Planned learning activities and teaching methods

Tentative:
contact lectures, moodle work, test or task to be announced

Assessment methods and criteria

Assessment:
Continuous assessment and learning Assignments (will be introduced in the orientation lecture)

Language of instruction

English

Timing

01.01.2019 - 17.03.2019

Enrollment date

01.12.2018 - 15.12.2018

10 credits

Group(s)

SXG17S1

Seats

0 - 30

Teacher(s)

Katarina Pursi, Leigh Rauhala

Further information for students

Due to Week 3, 2019 being a distance learning week there will be preliminary familiarization tasks assigned for that week. Pay attention to this workspace beginning in week 2 so you know what to do.

Students will understand the phenomena related to child protection. They will acknowledge the uniqueness of the client group and its needs. Students will able to apply key fundamental concepts, legislation and services. They will identify the most important work practices and evaluate the current debate related to child protection. They will be able to reflect on their own professional activity.

Course contents

The child's role in changing society. United Nations Convention on the Rights of the Child. Work values and princi-ples of child welfare. Preventive child welfare. The child protection process. Child welfare legislation for securing fundamental individual rights. Practices of preventive work, as well as child and family-specific work.
The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Niina Pietilä

Mode of delivery

Face-to-face

Recommended or required reading

Child welfare Act 417/2007 with amendments until 2015.
Convention on the Rights of the child.
http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
Other material to be announced later

Planned learning activities and teaching methods

Contact teaching
Learning assignments in groups (2) and individually (1)
Visitor(s) from the field and study visits

No exam
The learning assignment's (the learning diary's summary) due date is the 11th of Dec - if not otherwise agreed with the study group.
The joint seminar with Mental Health, Substance abuse and Disability units is on the 14th of Dec

Students will become familiar with the various stages of human development and the factors affecting them: early childhood, childhood, adolescence, adulthood and old age. Students will learn the basic knowledge of childhood development.

Course contents

The key development theories related to early childhood development. Physical, psychological, cognitive and social development and growth in childhood.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Students will understand the significance of self-motivated activity and be able to encourage and support the client. They will know how to design and implement a project that follows sociocultural animation principles and analyse the achieved changes. Students will apply the elements of animation to work activities and support client subjectivity. They will know how to use participatory pedagogy in their counselling.

Course contents

Project planning and implementation according to the principles of sociocultural activity. Goal-oriented inclusion and inclusive methods selected according to the specific nature of a group. Encountering and assisting encounters. Building pedagogical relationships.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria see the attachment.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Mode of delivery

Face-to-face

Recommended or required reading

Short texts about Community Animation; facilitation and participatory methods (available in the internet; to be informed in Oma workspace detailed description).

Planned learning activities and teaching methods

CONTENT AND WORK LIFE COOPERATION:
In this study unit you will learn to design and implement a Community Animation project to facilitate the encounter of immigrant organisations, municipality/public sector and local associations or similar projects with other client groups and their combinations in Myllypuro area of Helsinki.

In the study module we will familiarize with the history and philosophy of Community Animation. We expolr
We will apply methods from a project "Kepeli - bodily and gamification methods for integration and language learning" (http://kepeli.metropolia.fi).

THEORY AND METHODS:
The module and contact lessons are practical in nature, and we learn by doing and reflecting.
We will study the nature and guiding principles behind socio-cultural animation (dialogue, participatory approach, facilitation, identifying the needs and aims of different actors).
In a team, the student will implement a community animation project with a chosen target group / or combination of target groups.
As a student you will learn how to analyse the needs, challenges and ideas of the community through activating methods.
Also study visits will be included in the module.
You will also brush up your facilitation skills through KEPELI-methods, art (photography, drama and music) as well as participatory research methods (future workshops, mapping, visual methods).

Exact content of the contact lessons will be adapted according to the needs of the projects and possiblities for field visits.

Assessment methods and criteria

Assesment takes place in dialogue with the students in practical workshops.
Each day is evaluated in the end (group process, learning methods, project progress)
Project plan is evaluated with the teacher; also practical work-in-progress seminars.
Final evaluation takes place throughout a) the project report and b) the group presentation.
The module is marked Accepted / Failed.

Language of instruction

English

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 15.12.2018

5 credits

Group(s)

EXS19K

SXH17K1

SXH16S1

SXG16S1

Seats

16 - 30

Teacher(s)

Tiina Lehto-Lundén, Jouni Piekkari

Further information for students

The interest areas of the students will be taken into account in the choice of target communities / client groups.

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Myllypurontie 1

R&D proportion

1 credits

Evaluation scale

Hyväksytty/Hylätty

Work placement(s)

Municipality of Helsinki (social sector, cultural sector, schools), NGOs, local associations especially in Myllypuro area of Helsinki (around the campus).

Exam schedule

No exam; project report to be delivered by the team.
Compulsory participation in final evaluation lesson 21st May.

International connections

Exchange students; DPSS students.

Students use of time and load

Contact lessons approx. 50h, independent work 90h.

Content periodicity

See the description and timetable.

Assessment criteria

Approved / Failed

Participation in contact lessions 80 %
Active participation in planning and implementing the project (active participation in the facilitation and reporting 80%)
Participation in the project reporting.
Participation in the final seminar and presentation.

Students will know how to plan, implement and evaluate the principal methods and content orientations of early childhood education in their work. Students will identify special features of children’s culture and community and use them in their professional activities. They will be capable of connecting children’s activities to their immediate environment and a sustainable lifestyle. They will know how to evaluate and develop pedagogical and goal-oriented activity.

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Sylvia Hakari

Mode of delivery

Face-to-face

Recommended or required reading

material is annouced later

Planned learning activities and teaching methods

lectures
training
workshops
independent study
project

Assessment methods and criteria

feedback from teachers during lectures, trainings and workshops
feedback from the peer group
self-evaluation
Evaluation of project with children (0-5, the teacher evaluates numerically, the students give feedback verbally)
A complete explanation about the assessment criteria during the orientation lecture

Responsible teacher Sylvia Tast (sylvia.tast@metropolia.fi)
- Implementation is for groups SXH16K1, SXH16S2, SXH16S1 and SXG16S1
- for students, who have studied already courses Basics in ECEC and Learning in Early Childhood. In this course you´ll combine and apply contents from previous studies.
If you are working / planning to work as a substitute teacher the entire autumn term, it can be possible for you to apply to a version, in which you can study both this 10 cr and also third internship 20 cr. Contact Anna-Riitta Mäkitalo if this an option for you
(anna-riitta.mäkitalo@metropolia.fi).

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Sofianlehdonkatu 5 b

Evaluation scale

H-5

Work placement(s)

The child project -assignment is a implemented in working life, in a kindergarten.

Students will know how to plan, implement and evaluate the principal methods and content orientations of early childhood education in their work. Students will identify special features of children’s culture and community and use them in their professional activities. They will be capable of connecting children’s activities to their immediate environment and a sustainable lifestyle. They will know how to evaluate and develop pedagogical and goal-oriented activity.

feedback from teachers during lectures, trainings and workshops
feedback from the peer group and staff in Kindergartens
self-evaluation
Accepted course progress requires 3/4 attendance during the classroomworking
Evaluation of project with children (0-5, the teacher evaluates numerically, the students give feedback verbally and written)
A complete explanation about the assessment criteria during the orientation lecture (see below).

Language of instruction

Tuition in Finnish

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 15.12.2018

10 credits

Group(s)

SXH16S1

SXG16S1

SXH16S2

Teacher(s)

Anna-Riitta Mäkitalo, Seija Mäenpää, Satu Hakanen, Jouni Piekkari

Further information for students

Responsible teacher Anna-Riitta Mäkitalo (anna-riitta.makitalo@metropolia.fi)
- Implementation is for
- groups SXH16S2, SXH16S1 and SXG16S1
- studentsd, who had already courses Basics in ECEC and Learning in Early Childhood. In this course you´ll combine and apply contents from previous studies.
If you are working / planning to work as a substitute teacher the entire autumn term, it can be possible for you to apply to a version, in which you can study both this 10 cr and also third internship 20 cr. This version materials are in Finnish, but the assignments and moodle comments can be done in English. Contact Anna-Riitta Mäkitalo if this an option for you (anna-riitta.mäkitalo@metropolia.fi).
Any AHOT application related to the course should be made before enrollment in the course. For questions related to the AHOT application, contact the AHOT Lecturer Anna-Riitta Mäkitalo
If the student has a special support decision that affects the course, the student must contact the course supervisor immediately after the end of the registration period.
Teachers have the right to give the student additional duties, for example, due to absenteeism, on pedagogical grounds.

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Myllypurontie 1

Evaluation scale

H-5

Completion alternatives

If you are working / planning to work as a substitute teacher the entire spring term, it can be possible for you to apply to a version, in which you can study both this 10 cr and also third internship 20 cr. (so called TOPI version). Materials in this version are in Finnish, but the assignments and moodle comments can be done in English. Contact Anna-Riitta Mäkitalo if this an option for you (anna-riitta.mäkitalo@metropolia.fi).

Work placement(s)

The child project -assignment is a implemented in working life, in a kindergarten.

Hylätty / Abandoned:
The student has not participated adequately to the lectures (at least 75%) and did not do the learning assignments according to the given instructions.
The student did not in his or her learning assignments
- consider and justify the basic needs of children and the methods to support development, learning and well-being
- justify the chosen objectives and methods and did not link them to the practical activities and the theoretical material remains weak.
- demonstrate the identification of children's cultural and community elements and those did not appear in his or her learning assignment.
- demonstrate his / her pedagogical activities in the immediate learning environment of children and did not promote sustainable lifestyles.
- reflect the chosen objectives, pedagogical methods and the experience gained from the implementation of the activities.

Satisfactory

1-2
The student has participated in at least 75% of the classroom and has done the related tasks.
The student has in his / her learning assignments
- justified moderately the objectives, the pedagogical method and content set for the chosen activity, and their appropriateness a from both the point of view of practical situations and theoretically
- considered and justified the basic needs of children as well as the means to support development, learning and well-being
- demonstrated the recognition of children's culture and community elements and uses these elements when designing activities for children and their learning environment.
- attached the pedagogical activities they have designed to children in the immediate environment and sustainable lifestyles, but has not reasonably justified it with theoretical sources
- reflected the chosen objectives, pedagogical methods and the experience gained from the implementation of the activities and provides children with positive learning experiences.
- demonstrated their ability to present their pedagogical activities both in writing and verbally (according to the instructions given in the orientation)

Good

3-4
The student has participated in at least 75% of the classroom and has done the related tasks.
The student has in his / her learning assignments
- justified well the goals, pedagogical methods and contents and the appropriateness of their chosen activities for the group of children, both from the point of view of practical situations and theoretically
- noticed and justified the basic needs of children, and the means of supporting development, learning and prosperity, and linked their theoretical source literature into their arguments.
- demonstrated the recognition of children's cultural and community elements and uses these elements when designing activities for children and their learning environment, justifying them both from a practical point of view and theoretically.
- linked their pedagogical activities to children's immediate environments and sustainable lifestyles, but their theoretical justifications are limited.
- reflected the chosen objectives, pedagogical methods and the experience gained from the implementation of the activities and linked them to some theoretical sources.
- demonstrated the ability to present their pedagogical activities both in writing and verbally (in accordance with the instructions given in the thesis). The demonstrations reflect the ability to carry out activities that shows many learning perspectives and provides children with positive learning experiences.

Excellent

The student has participated in at least 75% of the classroom and has done the related tasks.
The student has in his / her learning assignments
- justified the objectives, pedagogical methodology and content of their chosen activities, and their relevance deeply, from both the point of view of practical situations and the versatility of the theoretical sources
- noticed and justified the basic needs of children, nor the means of supporting development, learning and prosperity, and incorporated their theoretical source literature into their arguments.
- demonstrated the recognition of children's culture and community elements and uses these elements in a diverse way when designing activities for children and their learning environment, justifying them both from a practical point of view and broad theoretical sources
- linked the pedagogical activities they have designed to children's immediate environment and sustainable lifestyles and has reasonably justified their decisions, both theoretically and from the perspective of everyday life.
- reflected critically their choices in relation to the set of objectives, pedagogical methods and implementation experience, and links their reflection on theoretical sources versatile.
- demonstrate their ability to present their pedagogical activities both in writing and verbally presentation task (in accordance with given instructions). The demonstrations reflect the ability to carry out activities that elects a wide range of pedagogical activities based on play, mobility, artistic and cultural heritage, which provides children with positive learning experiences.

Development of the Welfare State SX00BN91-3018 23.10.2018-11.12.2018 5 credits(SXG18S1)+-

Learning outcomes of the course

Students will understand the impact of the structures and processes of society on the lives of individuals and communities. They will become familiar with the development trends of social policy and how they are tied to the need for change in welfare services. Students will recognise the official and unofficial structures that support wellbeing, social participation and safety. They will comprehend the decision-making mechanisms within society. In addition, students will understand the effects of global economics and national economic development on social activities and people’s living conditions. They will become familiar with the different means of producing and organising welfare services.

Course contents

Welfare theories. Development of the Finnish welfare state and society. International welfare state models. Multi-ple-producer model of the welfare state. Structures and methods of decision-making. Dependency of the welfare state on the global economy, production, standard of living, economic policy and employment.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Distance option is available for this course. Additional assignment for the distance option will be introduced in the beginning of the course.
Please also note that in case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
Also in case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Students will understand the phenomena related to disability, chronic illness and special education. They will iden-tify the uniqueness of client groups and their special needs. Students will be able to apply key fundamental con-cepts, legislation and services. They will identify work practices in each area of study and evaluate the current debate related to them. They will be able to reflect on their own professional activity.

Course contents

Disability, chronic illness, and special difficulties and related special needs. Experiencing and encountering special needs. Finnish disability policy principles and challenges. Disability legislation as a safeguard for the fundamental rights of the individual. Guiding principles of organising special education and disability services.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria see the attachment.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Students will know the theoretical foundations of empowerment and influence. In their work with clients, they will know how to use culturally sensitive socio-pedagogical means to strengthen the social inclusion of individuals and communities. Students will be able to use the tools of social influence and create citizenship-reinforcing inclusion and community. They will be able to express themselves in many ways and participate in social debate. Students will be aware of the impact of their own values on client work. They will recognise the significance of the exercise of power and ethical value conflicts in their work in the social services.
The students will understand the importance of professional and work ethics in social work, and be committed to the ethical principles of social work and act accordingly. They will be able to reflect on ethical challenges in light of their own values and for the development of their activities. Students will understand the importance of emotions in professional work and learn to deal with their own feelings reflectively. They will internalise the importance of professionalism in their interactions. Students will be able to anticipate and act in threatening client situations.

Course contents

Theories of Empowerment. Power and the exercise of power. The different channels of social influence. Civic ac-tion. Challenges to socio-pedagogical work in an increasingly multi-value society. Tension between the individual and society. Media education, media skills and social media. Language for a client-empowering approach.
Professional ethics in social services. Work ethics. International and national conventions and guidelines. Ethics of reporting in client work. Self-reflection of activities and choices from an ethical point of view. The significance and handling emotions in ethically challenging situations.
Limiting of the right to self-determination. Interaction in threatening customer situations. Anticipating threatening situations, and examination of one’s own courses of action. Aggressive client situations.
Responsibility in taking care of one’s own workplace wellbeing.
The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Active participation in the course, passing exam (0-5) and a project report plus presentation (0-5).
80% attendance in contact teaching and project work is required. The project groups assess the activity of group members in their final report.

Language of instruction

English

Timing

01.08.2018 - 21.10.2018

Enrollment date

02.05.2018 - 15.05.2018

10 credits

Group(s)

SXG17S1

Teacher(s)

Jyrki Konkka, Leigh Rauhala

Further information for students

- In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Entrepreneurship in Welfare, Leadership and Service Production SX00BU39-3037 01.08.2018-21.10.2018 5 credits(SXG15S1)+-

Learning outcomes of the course

Students will know the different ways of organising and producing welfare, as well as the relevant legislation. Students will understand the importance of strategic leadership to company activity and how different strategies function in the background of business success and profitability. They will understand the importance of defining vision and basic mission statements, and see workplace skills as a factor in workplace wellbeing. Students will understand the societal importance of entrepreneurship and the relationship between financial and operational activities. Students will adopt a more entrepreneurial attitude and understand the influence of business factors on the profitability of the organisation. Students will be able to evaluate and develop business ideas and assess their possibilities of success. They will be able to develop cost-effective welfare, have the basic skills to start businesses and make use of public consultation services.

Course contents

Working environments within welfare and their defining legislation, contractual practices and financing.
Societal challenges to and effects on service needs and their production. Strategic thinking and leading. Vision, basic mission and workplace skills. Different strategies. Internal and external entrepreneurship, entrepreneurial attitude and skills. The productising, pricing and quality of services. Starting a business, from business idea to business plan. Different types of businesses. Procurement methods and processes.
The focus of the course contents will be specified in the syllabus.

Assessment criteria

Satisfactory

Student is able to:
- Display learning in core content
- Use individual professional concepts correctly
- Find information for a specific situation
- Distinguish between non-theoretical and theoretical information
- Act in individual professional situations as instructed
- Display learning in his professional field
- Show that he has achieved the targets for core competence
- Follow safety instructions
- Display learning in the ethical principles of his professional field
- Operate as a member of a student group

Good

Student is able to:
- Display an understanding of concepts and professional knowledge in the field
- Assess and limit the amount of information needed
- Operate well in typical professional duties and contexts
- Operate in a multicultural environment
- Operate safely
- Act according to professional ethics
- Operate in a student group

Excellent

Student is able to:
- Use concepts and knowledge in his field systematically
- Assess and use various information sources
- Apply professional information in professional assignments
- Work in various duties in a variety of operating environments
- Act independently and responsibly in professional contexts
- To take safety issues into consideration in his action
- Argue his choices on the basis of professional ethics
- Organise the activities of a group of students

Name of lecturer(s)

Lauri Narinen

Mode of delivery

Face-to-face

Recommended or required reading

Will be announced in the beginning of the course, articles to be found in internet.

Everyday Life of Families and Children in Finnish Society SX00BZ93-3013 28.01.2019-15.02.2019 5 credits(SXG18S1)+-

Learning outcomes of the course

Students will understand the diversity of childhood and family life as a social phenomenon. They will identify the components of child and family welfare as well as the conceptual changes of childhood and the child in Finnish society. They will understand the importance of childhood for supporting inclusion and preventing social exclusion.

Course contents

Components of child and family welfare. Social integration, poverty, exclusion and marginalization from a child-hood point of view. Forms of early support. A resource-based perspective.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Lasten ja lapsiperheiden arki suomalaisessa yhteiskunnassa
Everyday Life of Families and Children in Finnish Society
Spring term 2019
Tämä opintojakso on tarkoitettu varhaiskasvatuksen polun opiskelijoille ryhmissä SXH18S1 ja SXG18S1 (opintojakso on englanninkielinen, mutta siihen sisältyy suomenkielinen tukimateriaali)
Course Implementation for the students on the early childhood path both on the Finnish and English side (groups SXH18S1, SXG18S1), tuition in English with support material in Finnish
Timing and course content:
28.1. at 8.30-11.45 Orientation to the course/Children and Childhood in Finland; Components of Child and Family Welfare (NM&SH)
29.1. at 8.30-11.45 Social Integration, Poverty, Exclusion and Marginalization from a childhood point of view (NM)
29.1. at 12.45-16 Diverse Families in early education (SH)
30.1. at 8.30-11.45 Independent work
31.1. at 8.30-11.45 Independent work
1.2. at 12.45-16 Independent work
6.2. at 8.30-12 Guest Lecture (by teachers from Artevelde University College, Department of Preschool Education)
7.2. at 12.45-16 Forms of early support; resource based perspective (SH)
8.2. at 8.30-12 Forms of early support; resource based perspective (SH)
13.2. at 12.45-16 Presentations and discussions on learning assignments (NM&SH)
14.2. at 8.30-16 Independent work
15.2. at 8.30-11.45 Group exam (NM)

Students will know how to work within the socio-pedagogical framework. They will know the appropriate ways to support individuals and communities in everyday life activities. Students will know how to interact in working life situations by taking into account the communication culture and habits of the organisation, and by anticipating the necessary interactive skills needed in different situations. Additionally, they will identify and take into account the specific characteristics of cross-cultural communication. The students will be goal-oriented and learn to document and evaluate their activities. They will be able to take care of their own wellbeing. Students will know first aid for emergency situations.

Prerequisites and co-requisites

Edeltävät opinnot: Johdanto sosiaalipedagogiikkaan. (not translated)

Course contents

Internship in a socio-pedagogical work environment in the metropolitan area, where students apply the means of supporting life’s processes (5 credits). Includes emergency first aid training.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Students will implement the bachelor’s thesis plan they have prepared and write a final report. They will be able to evaluate the strengths and weaknesses of the bachelor’s thesis and identify different solutions. They will know how to use English sources of research data.

Prerequisites and co-requisites

Passed before course beginning:
SX00BU40 Planning of the Bachelor’s Thesis

Course contents

- Implementation of the bachelor’s thesis with support of industry representatives and instructors.
- Workshops in methodology, academic writing and information gathering
- Preparing a written final report and presenting it in a seminar
- Peer evaluation

Further information

Thesis evaluation as agreed in degree programme.

Students and their teachers/tutors will go through other recommended courses in their individual study plan (ISP) discussions.

Students will become familiar with the different phases of life: early childhood, childhood, adolescence, adulthood and old age. They will know and recognise the phases of growth and development and specify factors influencing each of them.

Course contents

Different development theories. Physical, psychological, cognitive and social development and growth during different phases of life.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Students will learn the theoretical basis for counselling. They will know how to prepare and carry out a counselling plan appropriately and by listening to their client. Students will be able to apply the principles of dialogue to coun-selling. They will be capable of supporting participation in a way that respects diversity. Students will be able to offer guidance according to individual needs in both individual and group counselling.

Course contents

Various approaches to client counselling. Goal-oriented, methodical and contextualised counselling. The counsel-lor’s roles. Communication orientations and various dimensions of dialogue. Life-long learning. Building pedagogi-cal relationships. Individual counselling needs. Basics of individual, group and community counselling. Evaluation skills and reflection on one’s own counselling competence.
The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

On completion of the course the student can
- Develop practical, creative and innovative solutions, practices and services with multidisciplinary partners to meet the diverse needs in the Helsinki Metropolitan area.
The student participates in project or network-based work and applies his or her expertise in regional, national or international development work.
- Use his or her personal skills and abilities to work and collaborate in multidisciplinary teams.
- Create a culture of cooperation and negotiation with the team members and other actors.
- Use his or her skills in problem solving, collaboration and communication to support the social development and joint decision making of the team.

Course contents

Project and innovation work: brainstorming, planning, implementing, assessing, communicating, publishing, product development and marketing.
Cooperative skills, interest group activities and networking.
Innovative work methods.
Areas of communal development skills: development processes, coordinating and managing development, reforming the development concepts.

Assessment criteria

Satisfactory

The student knows the principles of project and network-based work.
The student recognizes his/her own project- and network-based work competences.
The student uses co-operation and communication skills in cooperative development processes and decision making.
The student can develop together with the other actors solutions and modes of operation to meet the multi-faceted needs of the residents of the Helsinki metropolitan area.

Good

The student uses the principles of project and network-based work in regional, national or international development oriented work.
The student uses his or her co-operation and communication skills well in cooperative development processes and decision making.
The student helps to set-up a cooperative negotiation culture with other actors in the field. The student uses his/her personal skills and abilities to contribute to the work of a multidisciplinary team.
The student develops together with the other actors practical, creative and innovative solutions, modes of operation or services to meet the multi-faceted needs of the residents of the Helsinki metropolitan area.

Excellent

The student's ability to use principles of project and network-based work in regional, national or international development oriented work is on a high level.
The student is able to analyse and develop his/her co-operation and communication skills in cooperative development processes and decision making.
The student understands cooperative negotiation culture and helps to build it with the other actors.
The student is able to analyse and develop his/her professional competence and put it in the service of a multidisciplinary team.
The student develops together with the other actors practical, creative and innovative solutions, modes of operation or services to meet the multi-faceted needs of the residents of the Helsinki metropolitan area.

Further information

Assessment is focused on the work carried out during the course, the gained knowledge upon the completion of the course, meeting the course goals and creating innovative solutions.

Students will know the volunteer and civic activities. Students will plan and implement an internship, taking into consideration their professional intersts. They will strengthen their professional competences. Students will promote justice, human rights, equality and sustainable development through their activities.

Course contents

Students will comprehend the importance, principles, and practices of volunteer work. Students will present an internship plan and carry it out during their studies. For example, the internship can include civic activities, volunteer and mentor activities.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Sylvia Hakari

Mode of delivery

Face-to-face

Recommended or required reading

Spesified material in the Moodle -workspace
(Prior to enrolling to the course further information at https://wiki.metropolia.fi/display/sosiaalialanharjoittelu/Vapaaehtoistoiminnan+harjoittelu)

Planned learning activities and teaching methods

The course consists of the following:
- Information session for the internship
- Indpendent orientation assignment
- Searching for the internship organisation + carrying out the intership
- Self assessment

Assessment methods and criteria

Orientation task (passed/to be supplemented/failed)
Filling in the implementation plan/plans for the Internship in Voluntary Work
Carrying out voluntary work (at least 100 hours)
Filling in the reflection questionnaire in the end of the Internship in Voluntary Work

Language of instruction

Tuition in Finnish

Timing

27.08.2018 - 21.10.2018

Enrollment date

02.05.2018 - 30.09.2018

5 credits

Group(s)

SXG17S1

SXH17S1

Small group(s)

Avoin amk: opintojakso (Size: 0. Open university: 0.)

Teacher(s)

Sylvia Hakari, Leigh Rauhala, Mai Salmenkangas

Further information for students

Info session about the internship in the voluntary work must be attended in conjunction with the beginning of the internship. Info session:
27.08.2018 klo 12.15 - 15.30 S217, Sofianlehdonkatu 5 B, Auditorium
Prior to enrolling to the course further information
- on internship at wiki.metropolia.fi/display/sosiaalialanharjoittelu/Vapaaehtoistoiminnan+harjoittelu
- on potential internship places in volunteer work fairs: www.kansalaisareena.fi/messut/
-
Course is open for every Degree program student in Metropolia and participation is possible in English.

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Sofianlehdonkatu 5 b

Completion alternatives

-

Work placement(s)

Study unit is implemented in collaboration with volunteer work organizations and other working life partners

Exam schedule

-

International connections

Internship can be done abroad as a Freemover exchange (student finds the place him/herself)

Students use of time and load

Written assignments (orientation task, reflection questionnaire etc. 35 hours)
Voluntary work (100 hours)
Please note! Carrying out the course can take place in a flexible manner during the remaining part of the studies (not linked with a certain period).

Students will be familiar with the theoretical foundations of social pedagogy and its international trends. They will recognise the values that socio-pedagogical work is based on, the basic ethical concepts and the principles of professional ethics. Students will also understand the importance of critical thinking.

Course contents

Social pedagogy as a field of science, a profession and a discipline. Foundation and development of social pedagogy. Central concepts of social pedagogy. Introduction to ethical thinking.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Further information

. (not translated)

Name of lecturer(s)

Seija Mäenpää

Mode of delivery

Face-to-face

Recommended or required reading

* Jan Storø (2013). Practical Social Pedagogy: Theories, values and tools for working with children and young people
* Articles as assigned

Planned learning activities and teaching methods

Lecture, Group Work, Reading and reflection

Assessment methods and criteria

Course Assignments and Readings (30%)
o Student will read all assigned articles for class discussion and reflect on them
o No late papers accepted
• Learning Task (6-8 pgs) (50%)
This is a combination work with the Communication and IT Skills course in an effort to reduce the student’s workload so the final written assignment is for both courses.
• Attendance and Participation (20%)
o Students are expected to attend lectures and participate in discussion groups. Failure to do so will affect your final grade.

Language of instruction

English

Timing

21.08.2018 - 21.10.2018

Enrollment date

02.05.2018 - 30.09.2018

5 credits

Group(s)

SXG18S1

Seats

0 - 30

Small group(s)

Avoin amk: Polku: Social Services (Size: 0. Open university: 0.)

Teacher(s)

Leigh Rauhala

Further information for students

The course is targeted primarily to student group SXG17S1
- In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

After completing this course, students will be familiar with their physical, social and digital study environments. Students will know the key guidelines, rules and study practices of Helsinki Metropolia University of Applied Sciences. They will know the key student services and information gathering systems relevant to their studies.
Students will become familiar with the structure of the curriculum and thus know how to plan their study progress according to the Learning Track´s objectives. Students will understand the principles of project learning and its required work and study habits. They will also understand the principles of group learning and together take responsibility for their learning.
Students will recognise their accreditation of prior learning (APL) in relation to their individual learning objectives at the university of applied sciences and be able to plan the course of their studies based on them. They will understand their study-related strengths and development targets, and know how to develop their learning and study skills. Students will become familiar with national and international career opportunities and know how to improve their competence in international affairs.

Course contents

General content:
•Physical, social and digital study environments
•Key guidelines and rules of study at the university of applied sciences
•Student services: Student Affairs Office, study wellbeing and study planning guidance, international services, student union (METKA), library and IT services, IT administration services
•Learning Track and project learning
Degree-based content:
•Curriculum and study plans (APL, ISP)
•Group learning
•Learning and study skills
•Sector-based knowledge of work life and international competence

Further information

Students and their teachers/tutors will go through other recommended courses in their individual study plan (ISP) discussions.

- In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Leadership and Development of the Work Community SX00BO76-3016 01.01.2019-26.05.2019 5 credits(SXG16S1)+-

Learning outcomes of the course

Students will understand the impact of societal changes on the leading of social services. They will be able to participate in the strategy process both as a workers and supervisors. They will be prepared to manage staff competence and the work community. Students will be able to participate in development work and know how to inspire cooperation between the work community and customers. They will know how to work in ways that promote wellbeing.

Prerequisites and co-requisites

2. harjoittelu (not translated)

Course contents

Changing work environments and multi-disciplinary networks. Strategic thinking and leadership. Management of staff competence and change. Participation of work community and service users in the development of the work-place. Management of wellbeing at work.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Students will be able to support and guide children’s growth, development and learning. They will know how to support and enrich children’s play. They will detect and identify children’s different individual and group needs and take them into account in activity planning and implementation. Students will apply different methods of support and early childhood support practices.

Course contents

Theories of child development and concepts of learning. Zone of proximal development. Exploratory learning. Observation, documentation and support of children’s development and activities. Peer relationships. Play, theo-ries of play, and the significance of play in children’s learning.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

The tuition is in Finnish and in English, interactive lectures, small group activities, study visit, reading for the exam

Assessment methods and criteria

exam 70%, assignment 30%.
Evaluation is based on the study units objectives and contents. Active participation is required 50% minimum

Objectives: Students are able to support and guide children throughout the different phases of growth, development and learning. They are capable of observing and identifying children’s individual needs and those of groups. Students can detect special needs and knows how to use the means for early intervention. They are committed to equality
concerning their work with different families and children. Students promote the “voicing” of children and parents
and their participatory involvement.They know how to support and enrichchildren’s play.

Language of instruction

Tuition in Finnish

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 15.12.2018

5 credits

Group(s)

SXH17K2

SXH17K1

SXH16S1

SXG16S1

SXH16S2

Seats

0 - 35

Teacher(s)

Satu Hakanen, Saila Nevanen

Further information for students

You should start reading the exam book before the study unit begins. You need to book time for the assignment as well.
22.01.2019 12.45 - 16.00 MPA3007 Orientation lecture
24.01.2019 12.45 - 16.00 MPA2029
01.03.2019 08.30 - 11.45 MPA5007
08.03.2019 08.30 - 11.45 MPA4018 Exam
15.03.2019 08.15 - 11.45 MPA5007 and MPA5027Presentation of the assignmen (obligatory)
In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Students will understand the phenomena related to mental health and use of substances. They will identify the uniqueness of client groups and their needs. Students will able to apply key fundamental concepts, basic legislation and services. They will identify the most important work practices and evaluate the current debate related to mental health and substance abuse. They will be able to reflect on their own professional activity.

This course is intended for SXG17S1 students
In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Students will recognise and be able to justify the starting points for their bachelor’s thesis from the perspective of developing their own professional field. They will be capable of effectively cooperating in various work networks and professionally discussing with industry representatives, instructors and students. Students will able to prepare a viable plan for their final project based on critical research and creative solutions. They will know how to identify and solve work-related ethical issues. Students will use English research resources to plan for their bachelor’s thesis.

Prerequisites and co-requisites

Passed before course beginning:
SX00BU36 Professional Communication and IT Skills
SX00BU37 Basics of Research and Development
SX00BU38 Advanced Research and Development

Course contents

- Identifying current development needs in the field
- Partnership negotiations with industry representatives, a networking work approach, peer support
- Understanding the process of the bachelor’s thesis
- Information retrieval in English and Finnish, critical evaluation of sources
- Justification of chosen working methods and practices
- Workshops in methodology, academic writing and information gathering
- Communication in R&D
- Drawing up a proposal and a viable working plan; their presentation at a seminar
- Applying for research permission and drawing up the agreement for the bachelor’s thesis

Further information

Thesis evaluation as agreed in degree programme.

Students and their teachers/tutors will go through other recommended courses in their individual study plan (ISP) discussions.

Professional Communication and IT Skills SX00CA32-3005 21.08.2018-21.10.2018 5 credits(SXG18S1)+-

Learning outcomes of the course

Students will understand the significance of structured and clear communication as it relates to
professionalism and interaction. They will have a command of key written and oral communication
skills and be able to communicate convincingly in English in interactions in their own fields of
expertise. Students will be capable of choosing and evaluating the appropriateness of different types
of text and means and channels of communication in varying situations. Students will develop their
communication and data management skills and their ability to actively participate in the current
communications environment. They will have a command of key information and communication
technology (ICT) pertinent to work life and studying at the university of applied sciences

Course contents

- Communication in online and work environments
- Principles of research communication and writing, use of sources and critical evaluation
- Purposeful public speaking and presenting
- Giving, receiving and using feedback
- Devices and local networks, data security and privacy, email and internet, e-learning
- Word processing and technical standards for documents and assignments
- Introduction to spreadsheets, graphics software, image processing and online publishing

Assessment criteria

Satisfactory

Student is able to:
- Display learning in core content
- Use individual professional concepts correctly
- Find information for a specific situation
- Distinguish between non-theoretical and theoretical information
- Act in individual professional situations as instructed
- Display learning in his professional field
- Show that he has achieved the targets for core competence
- Follow safety instructions
- Display learning in the ethical principles of his professional field
- Operate as a member of a student group

Good

Student is able to:
- Display an understanding of concepts and professional knowledge in the field
- Assess and limit the amount of information needed
- Operate well in typical professional duties and contexts
- Operate in a multicultural environment
- Operate safely
- Act according to professional ethics
- Operate in a student group

Excellent

Student is able to:
- Use concepts and knowledge in his field systematically
- Assess and use various information sources
- Apply professional information in professional assignments
- Work in various duties in a variety of operating environments
- Act independently and responsibly in professional contexts
- To take safety issues into consideration in his action
- Argue his choices on the basis of professional ethics
- Organise the activities of a group of students

Name of lecturer(s)

Liisa Jaakkonen

Mode of delivery

Face-to-face

Language of instruction

English

Timing

21.08.2018 - 21.10.2018

Enrollment date

02.05.2018 - 30.09.2018

5 credits

Group(s)

SXG18S1

Small group(s)

Avoin amk: Polku: Social Services (Size: 0. Open university: 0.)

Teacher(s)

Heli Thomander, Liisa Jaakkonen

Further information for students

- In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Students will report and finalise their bachelor’s thesis. They will be able to describe and evaluate their entire bachelor’s thesis process. They will know how to share about their bachelor’s thesis to their chosen target group and demonstrate their competence in the community of experts in both Finnish and English.

- Content of the module
- Finalising and reporting of bachelor’s thesis
- Writing an English abstract
- Taking the Maturity Examination
- Publication of the project in article, poster or presentation form

Further information

Thesis evaluation as agreed in degree programme.

Students and their teachers/tutors will go through other recommended courses in their individual study plan (ISP) discussions.

Students will know how to support clients’ empowerment using a client-based approach. They will work coura-geously to prevent social exclusion. Students will internalise the importance of their multi-professional work. In cooperation with different participants, they will work toward activating individuals and communities to have an impact on their own lives. Students will know how to apply their communication and interaction skills appropriately in diverse, inclusive client and professional relations. They will have the skills to function as social services representatives in the work community.

Prerequisites and co-requisites

Prerequisites: 1. Internship, and Empowering, Ethics and Work Challenges

Course contents

Internship in an environment enabling socio-pedagogical work, which may also be carried out during an interna-tional student exchange.
The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Further information

Those in the Early Childhood Education path will do their internship in a field other than early education.

Name of lecturer(s)

Päivi Eskelinen-Roos

Mode of delivery

Face-to-face

Language of instruction

English

Timing

18.03.2019 - 24.05.2019

Enrollment date

01.12.2018 - 15.12.2018

15 credits

Group(s)

SXG17S1

Teacher(s)

Leigh Rauhala, Niina Pietilä

Further information for students

Second Internship is primarily meant for the student group SXG17S1. Metropolia will provide the work placement places in this implementation. The work placement in organized during 18.3.-24.5.2019.
You can present your wishes for the work placement place by 14.10.2018 in the Wiki pages for Social Services' Internships.
Those students who have chosen the early childhood education path will have to do the Second Internship in some other area than early childhood education (please see the curriculum).
The information session about the Second Internship is 4.3.2019 (12.30-14). The length of the work placement is 10 weeks including the guidance discussions, assignments and the reflection meeting for the work placement. The reflection meeting will be on 24.5. (12.30-14).

Students will know how to support clients’ empowerment using a client-based approach. They will work coura-geously to prevent social exclusion. Students will internalise the importance of their multi-professional work. In cooperation with different participants, they will work toward activating individuals and communities to have an impact on their own lives. Students will know how to apply their communication and interaction skills appropriately in diverse, inclusive client and professional relations. They will have the skills to function as social services representatives in the work community.

Prerequisites and co-requisites

Prerequisites: 1. Internship, and Empowering, Ethics and Work Challenges

Course contents

Internship in an environment enabling socio-pedagogical work, which may also be carried out during an interna-tional student exchange.
The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Further information

Those in the Early Childhood Education path will do their internship in a field other than early education.

Name of lecturer(s)

Päivi Eskelinen-Roos

Mode of delivery

Face-to-face

Language of instruction

English

Timing

18.03.2019 - 24.05.2019

Enrollment date

01.12.2018 - 15.12.2018

15 credits

Group(s)

SXG17S1

Teacher(s)

Leigh Rauhala, Niina Pietilä

Further information for students

Second Internship is primarily meant for the student group SXG17S1.
The work placement is organized during 18.3. - 24.5.2019.
Those students who have enrolled for this implementation will have to find their own work placement place. The students must also fill in the work placement information sheet and return it by 21.1.2019. The information sheet for the work placement can be found in the wiki pages for Social Services' Internships.
The work that you do during the work placement 2 must be represent Bachelor of Social Services' work. You also have to have an appointed supervisor for your work placement and he/she must possess a Bachelor of Social Services or an equivalent Degree. Even if you do a paid work placement 2, you must still have an appointed contact person/supervisor for your work placement. The team that coordinates the work placements will approve your work placement place after you have submitted the work placement information sheet.
Those students who have chosen the early childhood education path will have to do the Work Placement 2 in some other area than early childhood education (please see the curriculum).
The information session about the work placement 2 is organized 4.3.2019 (12.30-14). The length of the work placement is 10 weeks including the guidance discussions, assignments and the reflection meeting for the work placement. The reflection meeting will be on 24.5. (12.30-14).

Students will identify the factors related to wellbeing. They will understand disadvantage as a social, communal and individual phenomenon. Students will be able to define the social structures and processes that contribute to exclusion. They will understand the importance of participation and community for an individual’s wellbeing.

Course contents

Components of welfare. Social integration, poverty, exclusion and marginalisation. Social risks and problems in life’s different phases. Socio-pedagogical means for supporting participation.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Mode of delivery

Face-to-face

Recommended or required reading

Exam book:
Steve J. Hothersall and Mike Maas-Lowit. (Eds.) 2010. Need, Risk and Protection in Social Work Practice.
Available on-line.

Students will identify society’s structures and stages of development. They will be able to examine the importance of community and socialising to the individual. Students will be familiar with the traditions and current trends of community education. They will apply the key trends and work forms of community work to their socio-pedagogical activity, which can include sociocultural animation, networking and regional work.

During the study module the student will be exposed to Myllypuro area of Helsinki. We will explore the the practice of community work in the area and role and functions of different organisations and the people living in the area. We will explore the possibilities for the future networking and collaboration as tour new campus is in Myllypuro.

We will explore the urban area from the socio-cultural point of view. The aim is to produce useful information for town planning and networking through a cross-sectional approach.

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Myllypurontie 1

Evaluation scale

H-5

Completion alternatives

n/a

Work placement(s)

Collaboration in Myllypuro district of Helsinki with municipal community worker; local communities and networks.

Exam schedule

n/a

International connections

n/a

Students use of time and load

27 hours per credit

Content periodicity

n/a

Special Education in Different Phases of Life SX00BZ76-3006 01.01.2019-26.05.2019 5 credits(SXH17K2, ...)+-

Learning outcomes of the course

Students will become familiar with the basic concepts, value premises and objectives of special education. They will be aware of the special challenges of development and learning, and the support needs in different phases of life. Students will be capable of supporting the life management, functional capacity and daily life of their clients and their families.

Course contents

Guiding principles of special education and its organisation. Special challenges in development and learning dur-ing different phases of life. Support for learning and school attendance. Special early childhood education, special education, student welfare, vocational special education, and preparatory and rehabilitative education. Other services and forms of support in special education. Special education legislation.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Mode of delivery

Face-to-face

Recommended or required reading

Tuition in Finnish

Planned learning activities and teaching methods

Tuition in Finnish

Assessment methods and criteria

Tuition in Finnish

Language of instruction

Tuition in Finnish

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 21.01.2019

5 credits

Group(s)

SXH17K2

SXH17K1

SXH16S1

SXG16S1

SXH16S2

Teacher(s)

Ulla Saukkonen

Further information for students

Tuition in Finnish

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Myllypurontie 1

Evaluation scale

H-5

Special Needs Support in Early Education SX00BO81-3008 22.10.2018-31.12.2018 5 credits(SXG17S1, ...)+-

Learning outcomes of the course

Students will recognize and have the capacity to encounter diversity in society and educational communities. They will understand the importance of appreciative encounters for supporting the development of a child. Students will apply the basic concepts of disability work and special education, key legislation and services. They will identify the most important work practices of special support needs. They will be able to reflect on their professional activity.

Course contents

Inclusion. Experiencing and encountering special needs. The three-tier model of early education support measures. Disability, chronic illness, and the specific support needs of childhood and family. Disability legislation as a safe-guard for the fundamental rights of the individual. Guiding principles of organising special education and disability services.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Anna-Riitta Mäkitalo

Mode of delivery

Face-to-face

Recommended or required reading

1. The materials will be found from the platform
2. Litterature for the exam will be found from section exam
3. Material for the learning assignment will be given in the orientation

Planned learning activities and teaching methods

activating lecture
discussions
peer learning
exam
assignment

Assessment methods and criteria

assesment scale 0-5
Both the exam and the assignment affect the grade
Details in the beginnig of the course

Language of instruction

Tuition in Finnish

Timing

22.10.2018 - 31.12.2018

Enrollment date

02.05.2018 - 15.05.2018

5 credits

Group(s)

SXG17S1

SXH17S1

Teacher(s)

Anna-Riitta Mäkitalo, Kati Kaplin-Sainio

Further information for students

Course is primarily for groups SXH17S1 and SXG17S1.
Teacher responsible: Anna-Riitta Mäkitalo (anna-riitta.makitalo@metropolia.fi )
If you have questions, contact her.
Information about course and materials will be in the platform before the orientation lesson.
The other teacher: Kati Kaplin- Suonio

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Sofianlehdonkatu 5 b

Evaluation scale

H-5

Completion alternatives

-

Work placement(s)

-

Exam schedule

Material to the exam:
1) material used during the lessons
2) Pihlaja, P. (2008). ´Behave yourself!´ Examining meanings assigned to children with socio-emotional difficulties. Disability & Society Vol.
23, No. 1, January 2008, 5–15
http://www.tandfonline.com/doi/pdf/10.1080/09687590701725518
3) Syrjämäki, M., Sajaniemi, N., Suhonen, E., Alijoki, A., & Nislin, M. (2017). Enhancing Peer Interaction: An Aspect of a High Quality Learning Environment in Finnish Early Childhood Special Education. European journal of special needs education., 32(3), 377-390. DOI: 10.1080/08856257.2016.1240342
All the electric material is found from the platform as well

International connections

-

Students use of time and load

5 h x 27 h , total 135 h
The course is implemented on the 2nd period 22.10 - 20.12.2018
Lesson schedule will be given later.

Content periodicity

-

Supporting Daily Life in Early Education SX00DL80-3003 18.03.2019-26.05.2019 10 credits(SXG18S1)+-

Learning outcomes of the course

Students will be able to analyse a variety of cultures, practices and journeys of life and assess their significance in the lives of individuals and communities. They will understand the significance of different pedagogical methods for supporting children’s processes and be able to use them in socio-pedagogical work. Students recognise ways of acting typical of children and are able to plan activities supporting children based on them.
Students will identify children’s typical ways of operating and be able to plan supportive activity for the child based on them.

Students will be able to communicate fluently and effectively in English in their studies and working life, and to use English in their own professional skills development. They will be able to encounter people and easily work in multicultural settings and various cultural environments. Students will be able to acquire the necessary professional knowledge from various sources, as well as process and communicate it orally and in written form. They will have a realistic understanding of their language and communication skills, as well as a positive attitude about further developing those skills as part of their professional development. The oral and written communication skills shall correspond to the B2 level (CEFR). Students’ oral expression is natural and fluent, and they can take into consideration the level of formality in each situation. Their written expression is clear and structured, and their vocabulary is versatile.

Course contents

Lifestyles, cultures and cultural conflicts of childhood. United Nations Convention on the Rights of the Child. Pedagogical methods in early education: art education, physical education, music education, verbal expression and literature. Basics of methodology and connections to early pedagogical work. Basics of methods and their connection to socio-pedagogical work with small children. The promotion of equality, non-discrimination and social integration laws. Key concepts, terms, and interactions in professional English in the field of social services. Studying, working environments and tasks in English. The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Supporting Everyday Life in Socio-pedagogical Work SX00DL79-3002 18.03.2019-26.05.2019 10 credits(SXG18S1)+-

Learning outcomes of the course

Students will be able to analyse a variety of cultures, practices and journeys of life and assess their significance in the lives of individuals and communities. Students will understand the significance of various pedagogical approaches in supporting daily life and know how to use them in socio-pedagogical work. They will know how to set goals in accordance to ages, lifestyles and life situations.
Students will be able to communicate fluently and effectively in English in their studies and working life, as well as use it in their own professional skills development. Students will be able to acquire the necessary knowledge of social care from various sources, as well as process and communicate it orally and in written form. They will have a realistic understanding of their language and communication skills, as well as a positive attitude about further developing those skills as part of their professional development. The oral and written communication skills shall correspond to the B2 level of the Common European Framework (CEFR). Students’ oral expression is natural and fluent, and they can take into consideration the level of formality in each situation. Their written expression is clear and structured, and their vocabulary is versatile.

Course contents

Different cultures, lifestyles, life processes and cultural conflicts. Interaction challenges, communication in plain language. The promotion of equality, non-discrimination and social integration laws. Pedagogical methods suitable for different client groups: physical education, art education, music education, verbal expression and literature. Basics of methodology and connections to socio-pedagogical work.
Key concepts, terms, and interactions in professional English in the field of social services. Studying, working environments and tasks in English. The study unit includes four hours of guidance for professional growth.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Students will acquire the oral and written language skills of their professional field in the second national language as required by the university of applied sciences legislation (352/2003 § 8). They will be able to communicate in Swedish in their work environments and relate professional information orally and in written form. Their oral and written communication skills must be at a B1 level according to the Common European Framework for Languages (CEFR).
Finnish as a second language: The student is able to communicate in Finnish to an audience within and outside the field. Furthermore, the student will understand as well as summarize field-specific or generally working-life related texts both orally and in writing. A student attending the course is to have the minimum language proficiency level of independent user B1.

Course contents

Key concepts, terms and interactions in Swedish at the work. Tasks, study and work environments in Swedish.
Finnish as a second language: Revision of grammatical structures, communication in working-life in social field, the situational variation of language (the use of formal and informal Finnish) and learning strategies.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Mirja Järvinen

Mode of delivery

60% Face-to-face,
40% Distance learning

Recommended or required reading

The teacher´s material, available before the course start

Planned learning activities and teaching methods

activating exercises, listening and reading comprehension,

Assessment methods and criteria

ongoing evaluation, a oral test and a written exam in the end of the course

Language of instruction

English

Timing

22.10.2018 - 31.12.2018

Enrollment date

02.05.2018 - 30.09.2018

5 credits

Group(s)

SXG18S1

Seats

10 - 50

Small group(s)

Avoin amk: Polku: Social Services (Size: 0. Open university: 0.)

Teacher(s)

Mirja Järvinen

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English)

Unit location

Sofianlehdonkatu 5 b

Virtual proportion

2 credits

Evaluation scale

H-5

Completion alternatives

-

Exam schedule

Written exam the last lesson, retake possible tvice, evaluation on a scale from 1-5,

Work and Working Environments in Social Services SX00DL77-3002 22.10.2018-31.12.2018 5 credits(SXG18S1)+-

Learning outcomes of the course

Students will become familiar with the different work environments and work orientations of social services. They will understand the process-like quality of client work and identify the various phases of this process. They will identify the significance of professional development. Students will become familiar with the concept of reflection and understand its importance as a tool for professional development. Students’ team and collaboration skills will be strengthened.

Course contents

Different work environments in social services. Practices of preventative work and early support, social rehabilitation, constructive work and advocacy. Agency, participation and clientship in social services. Reflection and its significance in social work. Development of professional growth and expertise. Principles of teamwork and acting as a member of work community. Multidisciplinary networking in social services. The Act on the Status and Rights of Social Welfare Clients and the Act on the Openness of Government Activities.

Assessment criteria

Satisfactory

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

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- In case student has prior learning concerning the course RPL application must be done before enrolling the course. If you have any further questions concerning RPL please contact the AHOT teacher of the course.
- In case student has a decision on special support arrangements affecting the course student needs to contact the teacher in charge right after enrollment period.

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English)

Unit location

Sofianlehdonkatu 5 b

Evaluation scale

H-5

Students use of time and load

5 credit points (135h)

Youth as a Phase of Life SX00BZ80-3005 01.08.2018-31.12.2018 5 credits(SXH17K2, ...)+-

Learning outcomes of the course

Students will become familiar with the special features of adolescent development. They will understand the significance of young people’s cultural communities in supporting their individual growth. Students will identify the effects of social and cultural changes in the lives of young people. They will become familiar with the main service systems available to young people. They will be able to support them in finding their resources and functional abilities in different environments and through different means. Students will know how to improve young people’s social position and to prevent their exclusion. They will know legislation concerning young people.

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Eija Raatikainen

Mode of delivery

Face-to-face

Recommended or required reading

1.The Youth Act is complemented by the Government Degree on Youth Work and Policy (Links to the law can be found from here: http://minedu.fi/en/legislation-youth
2. Finnish Youth Co-operation Allianssi Young People in Finland 2010. http://alli.fi/binary/file/-/id/665/fid/1033
3.Gretschel A. (ed.), Cupar T., Linno M., Kiilakoski T., Hästbacka N. & Korhonen A. Studying the impact of international youth work. Towards developing an evaluation tool for youth centres. http://www.nuorisotutkimusseura.fi/images/studying_the_impact_of_international_youth_work_www_78_pages.pdf
4.Nieminen J.: The history of youth work as a profession in Finland. Pages: 35 - 44 in a book History of Youth Work in Europe, Volume 4: Relevance for Today`s Youth Work Policy (2013) Book can be found form Ebookcenter.
5.National Youth Council of Ireland (2016) Using ICT, digital and social media in youth work. A review of research findings from Austria, Denmark, Finland, Northern Ireland and the Republic of Ireland. http://www.youth.ie/sites/youth.ie/files/International%20report%20final.pdf
6.Beckett C. & Taylor H. (2016) Human Growth and Development. Pages 105 – 129 (Who am I going to be?) SAGE. Third Edition.
7.Restifo, K. & Bögels, S. 2009. Family processes in the development of youth depression: Translating the evidence to treatment. Clinical Psychology Review 29 (2009) 294–316. (Can be found from Metcat)
8.Mikaela Hällström, Vania Ranjbar and Henry Ascher Adolescent health care in a multi-cultural area: a qualitative study from adolescents’ perspective. International Journal of adolescence and Youth, 2017 Vol. 22, no. 1, 107–121. http://dx.doi.org/10.1080/02673843.2015.1137777
9.Maria Camara, Gonzalo Bacigalupe & Patricia Padilla The role of social support in adolescents: are you helping me or stressing me out? International Journal of Adolescence and Youth, 22:2, 123-136. (Can be found from Metcat)

Planned learning activities and teaching methods

The course is accomplished as a book exam.
MATERIAL AND EXAM IN FINNISH OR IN ENGLISH.
Exam is on 24.9. at 14.00 - 16.30 in Metropolia address Sofianlehdonkatu 5b, class S201 OR 30.11. at 12.45 – 15.15 in Metropolia address Sofianlehdonkatu 5b, class S201.

Youth as a Phase of Life SX00BZ80-3008 01.01.2019-26.05.2019 5 credits(SXH17K2, ...)+-

Learning outcomes of the course

Students will become familiar with the special features of adolescent development. They will understand the significance of young people’s cultural communities in supporting their individual growth. Students will identify the effects of social and cultural changes in the lives of young people. They will become familiar with the main service systems available to young people. They will be able to support them in finding their resources and functional abilities in different environments and through different means. Students will know how to improve young people’s social position and to prevent their exclusion. They will know legislation concerning young people.

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Annakaisa Oksava

Mode of delivery

Face-to-face

Language of instruction

Tuition in Finnish

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 15.12.2018

5 credits

Group(s)

SXH17K2

SXH17K1

SXH16S1

SXG16S1

SXH16S2

Teacher(s)

Sanna Piikki, Annakaisa Oksava

Unit, in charge

Social Well-being

Programme(s)

Occupational Therapy, Social Services (in English), Social Services

Unit location

Myllypurontie 1

Evaluation scale

H-5

Youth as a Phase of Life (closed book exam) SX00BZ80-3006 01.01.2019-26.05.2019 5 credits(SXH17K2, ...)+-

Learning outcomes of the course

Students will become familiar with the special features of adolescent development. They will understand the significance of young people’s cultural communities in supporting their individual growth. Students will identify the effects of social and cultural changes in the lives of young people. They will become familiar with the main service systems available to young people. They will be able to support them in finding their resources and functional abilities in different environments and through different means. Students will know how to improve young people’s social position and to prevent their exclusion. They will know legislation concerning young people.

Assessment:
Assessment criteria as the attachment of the curriculum.
The teacher of the study unit informs the assessment criterias in the beginning of the study unit.

Name of lecturer(s)

Annakaisa Oksava

Mode of delivery

Face-to-face

Recommended or required reading

Materials will be announced at week 2.

Planned learning activities and teaching methods

The course is accomplished as a book exam.
MATERIAL AND EXAM IN FINNISH OR IN ENGLISH.
Exam is on re-examination day and you have to register for that. Dates for re-examonations are Tuesday 26.2. at 16.30 – 20.00 (SU201902) and Tuesday 16.4. at 16.30 – 20.00 (SU201904). You will get a grade 0 after the enrollment so that you are able to register to re-examination and I will correct the grade after the exam.

Assessment methods and criteria

Exam

Language of instruction

Tuition in Finnish

Timing

01.01.2019 - 26.05.2019

Enrollment date

01.12.2018 - 15.12.2018

5 credits

Group(s)

SXH17K2

SXH17K1

SXH16S1

SXG16S1

SXH16S2

Teacher(s)

Annakaisa Oksava

Further information for students

To be able to come to exam, must student enroll to this course and also to the re-examination!

Unit, in charge

Social Well-being

Programme(s)

Social Services (in English), Social Services

Unit location

Myllypurontie 1

Evaluation scale

H-5

Exam schedule

Exam is on re-examinations tue 26.2. at 16.30 – 20.00 (SU201902) and tue 16.4. at16.30 – 20.00 (SU201904). You will get grade 0 after the enrollment so that you are able to register re-examination and I will corrected afterwords.

Students use of time and load

5 credit points (135h)

Academic year 2019 - 2020

Youth as a Phase of Life SX00BZ80-3007 21.10.2019-31.12.2019 5 credits(SXH17K2, ...)+-

Learning outcomes of the course

Students will become familiar with the special features of adolescent development. They will understand the significance of young people’s cultural communities in supporting their individual growth. Students will identify the effects of social and cultural changes in the lives of young people. They will become familiar with the main service systems available to young people. They will be able to support them in finding their resources and functional abilities in different environments and through different means. Students will know how to improve young people’s social position and to prevent their exclusion. They will know legislation concerning young people.

Specific admission requirements

Specific admission requirements are specified in the programme study plan. In addition to the level of English skills mentioned in the general admission requirements applicants are expected to have a sufficient level of Finnish language skills.

Specific arrangements for recognition of prior learning

A student has an opportunity to make earlier learning visible and get a decision on the recognition of these competences. For further information see the General instructions of recognition of prior learning.

Qualification requirements and regulations

The Degree Regulations of Helsinki Metropolia University of Applied Sciences: >>

Profile of the programme

See the General Description of the Programme: >>
We train well rounded, responsible experts in social welfare to work boldly for human rights and a sustainable future.

Key learning outcomes

The degree programme is based on the competence areas of Bachelor of Social Services:
1. Ethical competence in social services
2. Communication and interaction competence
3. Counseling and guidance competence
4. Participatory and critical societal competence
5. Research and development competence
6. Work community and leadership competence
For further information see the curriculum

Occupational profiles of graduates with examples

The foundation of professionalism for Bachelors of Social Services is built on the socio-pedagogical approach. Bachelors of Social Services are capable of analysing social phenomena and understand their significance to people’s lives and wellbeing. Combining pedagogical (education and learning) and social (societal) perspectives at work is emphasised in social pedagogy. The work is carried out in the daily lives of people of different ages in their own living environment. Bachelors of Social Services are also capable of taking on tasks requiring development and leadership skills, promoting the social perspective within social services as well as multiprofessionalism and networking within the overlapping areas among welfare providers.

Bachelors of Social Services are qualified to work with various client groups in the field of social pedagogy. The work can consist of supervision, counseling, co-ordination of services and managerial work in communities or in a residential setting. Bachelors of Social Services work in early childhood education, child protection, in family work and youth work as well as with the elderly. They also work in prevention of substance abuse or promotion of mental health. The degree can give a qualification to work within early childhood education.

Access to further studies

Access to Master’s Degree studies at a university of applied sciences or a university and access to specialisation studies.

Examination regulations, assessment and grading

Examination regulations, assessment and grading are specified in the course implementation plan. The teacher in charge of the course will be responsible for the assessment. Students will be informed at the beginning of the course on the assessment principles, which must be based on the course objectives.

Graduation requirements

A student is required to successfully complete the designated program of courses (210 ECTS).

Mode of study

Mainly full-time studies.

Level of qualification

Bachelor's Degree (First Cycle)

Workplacement(s) and Work-based Learning

Studies include approximately 30 weeks of practical training in total. There are several internships during studies starting from first year of studies.

Obligatory or Optional Mobility

It is possible to go to student exchange for 3 to 6 months during 2nd or 3rd year of studies.